TSLB 3093 LANGUAGE

ARTS IN THE PRIMARY

ESL CLASSROOM
TASK 2 : ORAL PRESENTATION (15 %)
Presented by
Aghilah Chandra Sekaran
Chen Hui Ying
Yoo Chen Chen
S2T2TESL
Year 4 Intermediat
e
Poem
Try, Try Again

Prose
The Knock At the
Door

Drama
Little Red Ridding
Hood
 Though we do not
win the race;
What should you
do in the case?
Try, try again
If you find your
task is hard,
Try Try Again Time will bring
by T. H. Palmer you your reward,
Thiss a lesson you should heed, Try, try again
If at first you don't succeed, All that other
Try, try again; folks can do,
Then your courage should appear, Why, with
For if you will hold on, patience, should
You will succeed, never fear not you?
Try, try again; Only keep this
Once or twice, though you should rule in view:
fail, Try, try again.
If you would at last prevail,
Try, try again;
In groups, students do the
movement and expression
based on the four statement
given

Students use 2-4 words to

express different types
feelings in a circle
 I am
disappointe I am sad
d

I am
I am angry embarrasse
d
 Capture students Help to guess message
interest and attention of poem

Why?

Help linguistic
development (different Aesthetic development
words can be used to
express similar feelings)
Teacher display the phrase If at first you
dont succeed, try, try again and ask
students to guess the meaning and have a
discussion on the meaning.
Teacher recite the poem with appropriate
rhythm, intonation, gesture and expression
once before asking students to recite
together.

Teacher explain about the imaginary

language and idiomatic expression used.

Teacher ask students to share their past

experiences, their feelings when facing
failure and one event that they give up
IF YOU DONT SUCCEED,

TRY,

TRY AGAIN
 HEED
TO PAY ATTENTION TO OR TAKE NOTE TO SOMETHING,
ESPECIALLY ADVICE OR
A WARNING
 PREVAIL
TO GET
CONTROL OR
INFLUENCE IN A
SPECIFIC TIME
OR SITUATION
 Folks
friendly form of address to a group of people
 achieve
something that
you have been
aiming for
Then your
courage should
appear
Though we do not win the race
Time will
bring you
your
reward
Only keep
this rule in
view
More than 1000
times before
succeed
 Linguistic
developmen
Capture
t able to
students Incorporatin
decode Interpersonal
interest g value
message &
through Never give
and use Intrapersonal
sharing past up in daily
different development
experiences life
word form
and actions
to express
feelings
Why?
Teacher ask each group to recite the
poem using different tone given- Sad,
Angry, Happy, Excited

In group, students draw one significant

difficult event, action taken to
overcome it and describe it in a few
simple sentences.

Gallery walk to share similar

experiences
Draw difficult event and action to overcome it

Description on difficult event

and action done in 2 to 3
simple sentences
 Able to express
message using
limited words
Able to
understa
Sharing and Why? nd and
acceptance of use
each others different
failures and tone to
success express a
same text
 BIBIOGRAPHY
Barone, D. M. (2011). Childrens literarture in the classroom: Engaging
lifelong readers. New York, NY: The Guildford Press.

Cox, C. (2013). Teaching language arts: A student-centered classroom. (7th

ed). USA: Pearson Publication.

Huck, Charlotte. (2001). Exploring childrens literature: Teaching the

language and reading of fiction. (2nd ed). London: Paul Chapman
Publishing.
The Knock at the
Door
by Stuart Mead
Picture Walk
Activity
Somebody-Wanted-
But-So (SWBS)
Example: Somebody-Wanted-But-So
(SWBS)
Somebody Wanted But So
Cinderella to go to the her evil her fairy
ball stepmother godmother sent
wouldnt let her her to the ball
go where she met
the prince.
THEN
Cinderella to stay at the she had to she ran away in
ball with the leave before a hurry and left
prince midnight one glass shoe
behind.
THEN
The prince to see nobody knew he sent a servant
Cinderella who she was to get every
again woman in the
kingdom to try
the glass shoe
on.
Somebody-Wanted-But-So
(SWBS)
Somebody Wanted But So

THEN

THEN

Interviewing Character
Justifications
Step 1: Knock! Knock! Knock!

Prior Prior
Knowled Experien
ge ce
Step 2:
Activity 1: Picture Walk

logical
guess read more
about the actively
storyline
 Activity 2:
Somebody-Wanted-But-So
(SWBS)
Somebody - Who is the main character? (Character)
Wanted - What does the character want?
(Goal/Motivation)
But - What stops the character from getting what he/she
wants? (Problem/Complication)
So - How is the problem resolved? (Resolution)
Step 3: Interviewing Characters

Students Students
understanding understanding
of the of plot
characters development
 Bibliography
Cox, C. (2013). Teaching language arts: A student-
centered classroom
(7th ed.). USA: Pearson Publication.
Gamble, N. & Yates, S. (2008). Exploring childrens
literature: Teaching
the language and reading of fiction (2nd ed.).
London: Paul
Chapman Publishing.
Smallwood, B. A. (1988). Using multicultural childrens
literature
Tomlinson, C. M., & Lynch-Brown, C. (2002). Essentials of
childrens literature. Boston: Allyn and Bacon.

Vardell, S. M., Hadaway, N. L., & Young, T. A. (2006).

Matching books
and readers: Selecting literature for English
learners. Reading Teacher, 59(8), 734-741.
http://dx.doi.org/10.1598/RT.59.8.1
DRAMA
LETS GET
PHYSICAL AND
CREATIVE!
MIRROR ACTIVITY
ROLE PLAY
 SELECTION AND
i.
ADAPTATION CRITERIA
Adaptation

Adapted the climax from the original version.

ii. Art/creative work (Dramatization)

.Selection

i. Age, Proficiency level

ii. Visual features and interest
iii. Moral value and teaching values
iv. Cultural content
v. Aesthetic value
vi. Interpersonal Development
vii. Intrapersonal Development
 JUSTIFICATION
Drawing their imaginations with guidance would activate the schemata and
previous knowledge. It also fosters engagement and critical thinking skills
through organisation of the schema.
According to (Gunaratne, 2016) visual features triggers childrens intellectual
and cognitive development through drawing. Indirectly, it helps students to
inculcate aesthetic values in their learning.
Hence, it enhances the awareness of shelf and the experience of unique mode
of learning.
It can be modified by drawing symbols to accommodate students who dislikes
drawing and adding colours to the drawings.
 JUSTIFICATION
I have chosen the mirror activity because confidence is one of the most
fundamental element when it comes to dramatization.
According to www.childdrama.com in 2014 variety of musical selections,
including soft mood music, upbeat dance music, and music that will appeal to
different emotions. It will effect the types of movement the students come up
with.
Thus, This activity doesnt only boost their confidence, it also works as a warm
up activity to get them be comfortable with their peers.
Moreover, this activity internalizes the actions and feelings where they can
sympathise, empathise and understand the characters role in the story.
 JUSTIFICATION
I have chosen role play as an activity to encourage childrens aesthetic
development.
This value is developed through discovering various situation with the
assistance of five senses in their body. Meanwhile, it encourages students to
be sensitive to feelings, intentions and the ability to empathize others.
On the other side, role play allows students to solve the problems by defining
the problems according to (Buelow, 2014).
In this task they were exposed to solve problems by predicting the climax
where they also consider the consequences.
As a result, this activity enables students to not only discover literary elements
but also reason logically.
 JUSTIFICATION
Diary writing is something personal. I was personally inspired to use this
technique here to stimulate students metacognitive learning where it fosters
intrapersonal development.
According to (Livingston,1997) metacognitive knowledge refers to acquired
knowledge about cognitive processes, knowledge that can be used to control
cognitive processes where students learn to think of their thinking with
justifications.
Furthermore, divergent questions work as scaff-folding to initiate intrinsic
motivation to think and encourage the fact that knowledge is a must to
accommodate their perspectives of the world.
Thank you